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829英语教学基础知识
一、判断题（每小题2分，共40分）
1．When designing listening tasks， Anderson and Jynchclaim that it is very important to grade the difficulty level of the tasks into four categories． These are type of language knowledge， type of language used， task on purpose in listening， and context in which the listening occurs．
2．Inferencing is a whole unit of communicative text， either spoken or written， which focuses on the way that the text is organized， its layout， the style of the language， the register．
3．Stress and phonics are as important as the sounds and should be taught from the very beginning of pronunciation teaching．
4．Hedge （2000） discusses five main components of communicative competence， they are linguistic competence， pragmatic competence， discourse competence， strategic competence and expressional competence．
5．The structural view tries to know how to use the rules and vocabulary to do whatever it is one wants to do．
6．Littlewood （1981） classified communicative activities into two categories， they are functional communicative activities and social context activities．
7．An effective reader can concentrate on the important bits， skim the rest， and skip the non－informative parts．
8．The outcome－oriented approach does no pay attention to what students do while they are writing； it attaches great importance to the content before they start writing and after they finish writing．
9．The purpose for reading aloud is to appreciate a good piece of writing or to share information．
10．Effective group work depends on careful preparation and meticulous management．
11．In order to motivate students， we should advocate active writing， that is， ask our students to write things we write in reality or things they want to write about．
12．Learning， practice and thinking are three sub－stages involved in teacher’s professional development system raised by Wallace （1991）．
13．Functional and social－interaction activities under the heading of communicative activities are communicative and more－contextualized．
14．Intrapersonal intelligence is the ability to understand another person’s mood， feelings， motivations， and intentions．
15．普通高中英语课程标准规定，通常情况下，学生完成6个学分的学习，可达到学业质量水平一，即满足高中毕业的英语学业要求；完成8个学分的学习，可达到学业质量水平二，即高考要求。
16．“区分、分析和概括语篇中的主要观点和事实”，这是在培养学生的表达性技能。
17．“通过图书馆、计算机网络等资源获得更广泛的英语信息，扩充学习资源”属于认知策略。
18．义务教育阶段英语课程标准认为，“注重语言实践，培养学生的语言运用能力”主要表现为合理安排教学内容和步骤，组织多种形式的课堂互动。
19．高中英语学科的课程总目标是全面贯彻党的教育方针，培育和践行社会主义核心价值观，落实立德树人根本任务，在义务教育的基础上，进一步促进学生英语学科核心素养的发展，培养具有国际视野、中国情怀和跨文化沟通能力的社会主义建设者和接班人。
20．高中英语课程结构包括必修、选择性先修、选修三类课程构成。
二、选择题（每小题2分，共12分）
1．阅读理解选项中常有这样的问题，What is the text mainly about?请问这是在考查学生什么认知能力?
A．分析能力B．综合能力C．评价能力D．创造能力
2．学生对______的探究应是学生学习语言的最重要内容，直接影响学习成效。
A．语篇理解B．主题意义 C．学习能力D．思维品质
3．以下哪种表达属于元认知策略?
A．利用构思谋篇布局、编辑等手段创建和完善文本。
B．借助语音、语调变化以及手势眼神等手段进行交流。
C．反思和巩固所使用的有效的理解或表达。
D．有效地对所获信息进行筛选、分类或重组。
4．According to Parrot （1993）， ethic devotion， ________ and personal styles are three elements that contribute to the qualities of a good language teacher．
A．moral principles B．patience C．enthusiasm D．professional qualities
5．Very often there is a big gap between the language used in ________ and the language learned in classrooms．
A．real life B．tasks C．speaking D．context
6．Ellis （2002） considered that there are two key theoretical issues related to the ____________ method： the role of explicit knowledge in language learning and the value of discovery as a general method of learning．
A．guided deductive B．guided inductive C．guided discovery D．guided interactional
三、简答题（三题分值分别为：7分、8分、8分，共23分）
1．What are common activities in while－listening stage? List at least four activities and give brief examples． （Please answer the question in English）
2．In what way can prompts be used for language learning?（Please answer the question in English）
3．《普通高中英语课程标准》（2017年版）在原有语言技能的基础上增加了一个看（viewing）的技能，为什么要增加这个技能?在课堂教学中如何培养这个技能?（请用中文回答）
四、论述题（每题15分，共15分）
纪伯伦的诗歌On Children中这样写道，
Your children are not your children．
They are the sons and daughters of Life’s longing for itself．
They come through you but not from you，
And though they are with you， yet they belong not to you．
You may give them your love but not your thoughts
For they have their own thoughts．
You may house their bodies but not their souls．
For their souls dwell in the house of tomorrow，
Which you cannot visit， not even in your dreams．
本诗反映了作者什么观点?请结合语言学习和教学原则两方面谈谈本诗对你的启示。（中英文回答均可）
五、设计题（共60分）
任务一：请根据所给材料（材料1）设计一个结构化的知识图（方式、图形不限）。（本小题20分）
任务二：请根据所给材料（材料2）分析一份教学设计稿（材料3），请回答（中英文均可）：
1）该设计稿所体现的教学理念和教学方法，并加以说明。（本小题20分）
2）该设计稿中“目标设定”与“教学过程”是否相符，为什么?（本小题20分）
附件：829英语教学基础知识.DOC
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